首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Many college students consider statistical courses as frightening and demanding, yielding high anxiety and low competence, and correlating with maladaptive academic behaviors and low achievement. With undergraduate students, the present pre-post study compared a supportive online teaching program utilizing mandatory statistical exercises (n = 37) with a no intervention, optional exercise statistics class (n = 32). We evaluated whether our statistics teaching intervention decreased test anxiety and academic procrastination and increased academic self-efficacy and academic achievements. Results indicated a decrease in academic procrastination and test anxiety at course end for intervention group and an increase in test anxiety for control group. At the end of the course intervention group reported higher academic self-efficacy and achievements. Teaching statistics using mandatory supportive activities might contribute to more positive psychological outcomes (eg, higher academic self-efficacy and lower academic procrastination) and higher academic achievements.  相似文献   

2.
  相似文献   

3.
Abstract

The relationship between 7 dimensions of self-perception and 6 dimensions of statistics anxiety was investigated using a canonical correlation analysis. Participants were 146 students enrolled in graduate-level research methodology courses. The first canonical function revealed that students with the lowest levels of perceived scholastic competence, perceived intellectual ability, and perceived creativity tended to have the highest levels of statistics anxiety associated with worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. A comparison of the standardized and structure coefficients suggests that perceived self-worth served as a suppressor variable. Implications of the findings are discussed.  相似文献   

4.

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

  相似文献   

5.
The challenges of teaching research methods and statistics to students majoring in criminology and criminal justice are well known. The professor has to deal with an array of obstacles among students, including Disinterest, Relevance Argumentation (viewing statistical skills as detached from the “real world”) and Math Anxiety (D.RA.MA). This paper presents the development of an assessment scale to measure the levels of “D.RA.MA” experienced by students enrolled in research methods or statistics courses. The literature is vast on “math anxiety scales.” However, trepidation on the part of criminal justice students who are anticipating their research methods and statistics courses may extend beyond math anxiety. Therefore, the traditional math anxiety scale was extended to include attempts at measuring Disinterest and Relevance Argumentation. Readers are provided with the D.RA.MA scale instrument and data from an assessment of 80 students in criminal justice courses. Assessing this broader student apprehension may serve as an important first step in making the necessary efforts to reduce student apprehension towards these classes.  相似文献   

6.
Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet to explore teaching and learning in online statistics courses. The purpose of the study was to ameliorate this gap in the literature by examining the influence of self-regulation, intrinsic motivation, and statistics anxiety on passive procrastination. The set of independent variables explained nearly thirty percent of the variance.  相似文献   

7.
ABSTRACT

Studies have found that statistics anxiety among female and minority graduate students is higher than that of their Caucasian counterparts. Both gender and culturally sensitive approaches to teaching statistics need to be developed to reduce student anxiety, especially in graduate programs that are dominated by women and minorities. The current study presents data on pre- and post-course statistics among female African American MSW students enrolled in a gender and culturally sensitive statistics course. A series of t-tests revealed that students had significantly lower levels of anxiety about statistics after the course. Implications for integrating gender and culturally sensitive approaches into the curriculum are discussed, and recommendations for future research are provided.  相似文献   

8.
The purpose of this study was to examine the effects of a short-term time management intervention on procrastination. Procrastination is a serious issue for many students and associated with different negative consequences, such as anxiety or low grades. As procrastination is described as a self-regulatory failure, a training programme focussing on self-regulatory skills might be helpful. We randomly assigned 96 students to a treatment (n?=?47) and a control group (n?=?49). As hypothesised, participants of the control group showed procrastination: they spent more time on a self-selected, important academic task right before the deadline was reached compared to the weeks before. The participants of the treatment group, instead, allocated their work time more equally and did not show procrastination. Therefore, the explored time management intervention prevents from a serious time management problem.  相似文献   

9.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed.  相似文献   

10.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement.  相似文献   

11.
Fan Wu 《教育心理学》2017,37(6):695-711
The objective of the present study was to investigate the relationships among college students’ achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role of academic procrastination in linking college students’ achievement motivation to their effort and persistence from the perspective of the expectancy-value theory. A total of 584 college students enrolled in a large southern urban university completed a self-report survey for the study. The study suggested two possible pathways that motivate students to persist and put forth greater effort, rooting in students’ academic self-efficacy and subjective task value through their relationships with students’ academic procrastination.  相似文献   

12.
Abstract

Many studies have found a relationship between students’ self-reported procrastination and their grades. Few studies have used learning analytic data as a behavioural measure of procrastination in order to predict performance, and there is no systematic research on how this relationship may differ across assessments or disciplines. In this study we analyse nine years’ worth of institutional electronic submission records, a total of 73,608 assignment submissions, to examine the relationship between submission time and grades across assignments, students, courses, and disciplines in higher education. A significant negative relationship was found overall, with students who submitted closer to the deadline obtaining lower grades, however the size of the relationship was negligible, accounting for less than 1% of the variance in grades. The relationship varied significantly depending on student, assignment, course and discipline.  相似文献   

13.
Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two‐stage collaborative examinations were implemented to improve test‐taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in “C” students when compared to “A” students: P < 0.00006 and “B” students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in “high stakes” courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409–422. © 2017 American Association of Anatomists.  相似文献   

14.
Students from two colleges (n = 546) differing in admission selectivity completed measures of academic procrastination and excuses. Procrastination was higher among students at the selective college than students at the nonselective college. Academic procrastination was motivated by task aversiveness for students at the selective college and by fear of task failure and fear of social disapproval for students at the nonselective college. At the nonselective college only, procrastinators compared to nonprocrastinators reported more often using both legitimate and fraudulent excuses in college and during the current semester. Participants reported that excuses were self-generated for the purpose of gaining more assignment time and that most instructors did not require proof for excuses. The characteristics of courses and instructors likely to promote excuse-making by both procrastinators and nonprocrastinators also were examined. These results reflect the need by administrators and personnel to consider individual and situational differences when implementing student-centered intervention programs.  相似文献   

15.
Many able students are deterred from science because of the way science courses are packaged. To find out what makes science hard for otherwise intelligent students, the author employed nonscience faculty and graduate students as surrogate students in science. Their responses to the sequence of units, demonstrations, homework assignments, examinations, and the pace and structure of the courses constitute an internal criticism of science education that cannot be ignored.Sheila Tobias is the author ofOvercoming Math Anxiety (W. W. Norton, 1978),Succeed with Math (The College Board, 1987),They're Not Dumb, They're Different (Research Corporation, 1990),Revitalizing Undergraduate Science: Why Some Things Work and Most Don't (Research Corporation, 1992) andBreaking the Science Barrier (The College Board, 1992).  相似文献   

16.
Abstract

This research explored the needs, expectations, and experiences of early childhood teachers as they worked together in graduate study. The study looked at data collected from graduate students in three courses that were part of a pilot program. In this program, traditional (M.Ed. students) and non‐traditional (uncertified teachers working in low SES urban child care centers) graduate students were enrolled in the same early childhood graduate courses. Following New Jersey Supreme Court mandated universal preschool in 30 low SES districts, non‐traditional students were required to obtain the new (P‐3) teaching certification. Results showed that most students valued their learning experiences. Additionally, combining the two groups of learners created significantly more ethnic diversity in the graduate classes. Challenges included decreasing class size, creating a sense of community for learners from diverse backgrounds and experiences, and maintaining the rigor of course material while meeting the needs of students who do not have a strong theoretical background.  相似文献   

17.
Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N?=?46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics.  相似文献   

18.
We developed a rubric for measuring students' ability to reason and write scientifically. The Rubric for Science Writing (Rubric) was tested in a variety of undergraduate biology laboratory courses (total n = 142 laboratory reports) using science graduate students (teaching assistants) as raters. Generalisability analysis indicates that the Rubric provides a reliable measure of students' abilities (g = 0.85) in these conditions. Comparison of student performance in various biology classes indicated that some scientific skills are more challenging for students to develop than others and identified a number of previously unappreciated gaps in the curriculum. Our findings suggest that use of the Rubric provides three major benefits in higher education: (1) to increase substance and consistency of grading within a course, particularly those staffed by multiple instructors or graduate teaching assistants; (2) to assess student achievement of scientific reasoning and writing skills; and (3) when used in multiple courses, to highlight gaps in alignment among course assignments and provide a common metric for assessing to what extent the curriculum is achieving programmatic goals. Lastly, biology graduate students reported that use of the Rubric facilitated their teaching and recommended that training on the Rubric be provided to all teaching assistants.  相似文献   

19.
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses.  相似文献   

20.
In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号